Date

4-2019

Department

School of Education

Degree

Doctor of Education (EdD)

Chair

Andrea Lee

Keywords

Latinos, Immigrants, ELL, Honduran Mothers, Parental Self-efficacy

Disciplines

Education

Abstract

The purpose of this transcendental phenomenological study was to explore parental self-efficacy among Honduran immigrant mothers of school age children in the United States (U.S.). The phenomenon of parental self-efficacy is defined as a parent’s belief in his or herself to raise his or her own children with high standards and aspirations of a successful future. Purposeful sampling was used to secure eleven participants meeting the following criteria: Honduran born woman, 18 years or older, immigrant living in southwestern Virginia (SW VA) between 3 months and 12 years, and the mother of a school age child. This study was examined through Bandura’s social cognitive theory, Park’s theory of acculturation and Maslow’s Hierarchy of Needs. The following research questions were used to guide this study: (a) How do the experiences of Honduran immigrant mothers transitioning their children into public schools in southwestern SW VA impact their parental self-efficacy? (b) What is the role of cultural identity on the parental self-efficacy of Honduran immigrant mothers living in SW VA concerning the education of their school age children? (c) What supports do Honduran immigrant mothers identify as influential as they transition their children into public schools in SW VA? (d) How has the parental self-efficacy of Honduran immigrant mothers living in SW VA changed throughout the acculturation process? Focus groups, a parental self-efficacy scale, and individual interviews were the sources of data collection. Findings indicated that a majority of the participants showed an increase in parental self-efficacy the longer they lived in the U.S. despite the insecurities that developed as a result of their experiences.

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